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Journal of General Education and Humanities
Published by MASI MANDIRI EDUKASI
ISSN : -     EISSN : 29637147     DOI : 10.58421/gehu
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Mathematics Other
The Journal of General Education and Humanities (GEHU) is a peer-reviewed scholarly online journal. The GEHU is published quarterly in February, May, August, and November. The GEHU is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the GEHU. The GEHU welcomes any papers on: Accounting Education Advanced Education and Learning Alternative Education Arabic Education Architectural Engineering Education Art Education Arts And Crafts Education Biology Education Business Management Education Challenging Education and Learning Character Education and Learning Chemistry Education Childhood Education Civic Education Civil Engineering Education Computer Science Education Cooperative Learning Critical Pedagogy Cross-Cultural Education Dance Education Distance Education Distinctive Education and Learning Economics And Cooperative Education Education Administration Education Development Education Management Innovations Education Method Education Policy Educational Administration Educational Evaluation Educational Leadership Educational Philosophy Educational Psychology Educational Technology Electrical Engineering Education Elementary Education English Language Education Entrepreneurship Education and Learning Family Welfare Education Fashion Education French Education Geography Education German Language Education Health Education And Recreation Higher Education History Education Indonesian Language And Literature Education Innovative Learning Design Islamic Economics And Finance Islamic Education Japanese Language Education Korean Language Education Language Education Learning Methods on Teaching Values Legal Education Literacy of Education, Sains, Learning Technology Mastery Learning Mathematics Education Mechanical Engineering Education Music-Art Education Non-Formal Education Office Management Education Other Issues Innovations Education from an Excellent International Educational Physical Education Physical Education, Health And Recreation Political Legacies and Critical Education Professional Development Teaching Progressive Education and Learning Regional Language Education Science Education Secondary Education Social Science Education Sociology Education Special Education Sports Coaching Education Training, Teaching And Learning And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 736 Documents
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Beyond the Dictionary: Enhancing Inferential Reading Comprehension through Digital Contextual Guessing Strategies via Google Sites Nanang Tri Cahyono; Ahmad Munir; Muhaimin Abdullah
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2035

Abstract

Reading comprehension in English as a Foreign Language (EFL) remains a significant challenge for Indonesian students, particularly at the inferential level. The background of this study highlights a national literacy crisis where students face a severe "vocabulary bottleneck" and heavily rely on digital translation tools, leading to a cognitive "short-circuit" that disrupts reading flow and deep text comprehension. To address this issue, the present study integrates Technological Pedagogical Content Knowledge (TPACK) as a multimodal digital scaffold to evaluate the effect of the Contextual Vocabulary Guessing Strategy via Google Sites on inferential reading comprehension. This study used a quasi-experimental, non-equivalent control group pretest-posttest design with 63 eleventh-grade students from SMAN 1 Kandat, selected for homogeneity in prior proficiency scores. The experimental group (n = 30) received an intervention focusing on four context clues (definition, contrast, example, and logic) embedded in interactive texts concerning Gen Z health issues, while the control group (n = 33) followed conventional teacher-led translation methods. Data were collected using a validated and reliable 20-item multiple-choice test mapped to Barrett's Taxonomy. The Analysis of Covariance (ANCOVA) results revealed a significant main effect of the instructional strategy (F(1, 60) = 10.34, p = 0.002, partial eta squared = 0.147) after controlling for prior reading ability. The findings indicate that the digital contextual guessing intervention significantly improved students' inferential reading comprehension compared with conventional instruction.
From Civic Knowledge to Collective Action: Strengthening Civic Intelligence through Service-Learning Dinar Sugiana Fitrayadi; Ria Erica Salty; Ikman Nur Rahman
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2038

Abstract

This study explores the implementation of the Service-Learning (SL) approach in Civic Education as a strategy to foster civic intelligence, conceptualized as the capacity of citizens, both individually and collectively, to identify, understand, and address social problems fairly and effectively through the integration of private civic intelligence and public civic intelligence. The study aims to examine the contribution of Service-Learning to students’ ability to design and implement social projects and to investigate its role in strengthening civic intelligence. The Service-Learning approach was implemented through three sequential phases: planning, implementation, and evaluation/reflection, involving four community-based service projects as experiential learning activities. The findings reveal that students participating in Service-Learning demonstrated greater ability to identify social issues, collaboratively develop solutions with community members, implement social projects, and critically reflect on the outcomes of their activities. These improvements strengthened the dimension of private civic intelligence by enhancing students’ civic knowledge, civic attitudes, and civic skills, while simultaneously reinforcing the dimension of public civic intelligence through increased civic engagement, civic participation, and collaborative action within the community. The study concludes that Service-Learning is an effective pedagogical approach for strengthening civic intelligence while enhancing the quality of Civic Education learning.
Fulfillment of the Right to Worship as a Dimension of Civic Rights for Prisoners: A Case Study of Catholic Detainees at Rutan Kelas IIB Magetan Yuendzi Santa Aurell
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2041

Abstract

This study examines the fulfillment of the right to worship among Catholic detainees at Rumah Tahanan Negara (Rutan) Kelas IIB Magetan as a dimension of civic rights. Before February 2026, only three Catholic detainees received religious guidance alongside Protestant detainees, a practice that did not accommodate the distinct liturgical needs of the Catholic tradition, particularly the Eucharist. Using a qualitative descriptive case-study approach informed by participatory internship observation, documentation, and institutional records, this study traces the process through which a dedicated Catholic personality-development (pembinaan kepribadian) program was initiated through collaboration between an intern from the Kemenaker Maganghub program, the Regina Pacis Catholic Church of Magetan, a Catholic religious counselor from the Ministry of Religious Affairs, and the Rutan administration. The program, formally launched on 9 February 2026, offers weekly Monday sessions that include the Eucharist, the Rosary, the Liturgy of the Word, faith-sharing, and psychological accompaniment. Findings show that the program improved access, equality, and continuity of religious service for Catholic detainees, generated positive psychological and behavioral effects, and exemplified inter-institutional collaboration. The study argues that such religious accommodation should be understood not merely as spiritual guidance but as a concrete expression of civic rights within a custodial institution.
The Philosophy of the Three Furnace Stones: Transformation of Service and Contextual Education Through Environmental Empowerment at GKII Alor I Made Suardana; Ezra Tari; Fenetson Pairikas; Naomi Akanfani
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2044

Abstract

This study explores how the ecological wisdom embedded in the Alorese philosophy of Tiga Batu Tungku (Three Hearthstones), a local symbol of balance among religion, tradition, and community, can inform the transformation of ministry (pelayanan) and contextual Christian education through environmental empowerment within the Gereja Kemah Injil Indonesia (GKII) in Alor Regency, East Nusa Tenggara. Using a qualitative descriptive approach, data were gathered through in-depth interviews and observation involving purposively selected informants: shepherds and workers of several GKII congregations spread across Alor’s coastal, highland, and urban areas, members of local church boards, Sunday school and youth workers, women’s fellowship members, and a community partner engaged in mangrove restoration. Data were analyzed through data reduction, data display, and conclusion drawing/verification, with credibility secured through source-and-technique triangulation and member checking. The findings show that ministry and education in GKII Alor have not yet fully empowered environmental action, revealing a persistent gap between theological awareness and ecological praxis: congregations affirm the creation-care mandate of Genesis 2:15, yet its implementation remains sporadic and largely ceremonial. Interviews across congregations converge on four recurring themes: an interdependent view of humanity and nature rooted in ancestral wisdom; worsening ecological conditions; coastal abrasion, upland erosion, shrinking water debit, and declining fish and forest cover driven largely by economic necessity; emerging yet still limited church-initiated environmental programs such as tree planting, mangrove restoration, and sermons; and a shared congregational hope that the church institutionalize ecological teaching, worship, and stewardship habits. The study proposes a three-stage transformative cycle critical consciousness, collaborative action, and theological reflection as a contextual model for integrating ecotheology into GKII Alor’s liturgy, pedagogy, and social action, contributing to practical theology and offering a replicable framework for churches in ecologically vulnerable regions of eastern Indonesia.
From Engagement to Mastery: A Bibliometric Analysis of Gamification in Corporate Learning Elfa Ridhaswara; Maman Fathurrohman; Lukman Nulhakim
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2047

Abstract

Gamification has received increasing attention as an approach to support engagement and learning in corporate contexts. However, the conceptual development and thematic structure of research on gamification in corporate learning remain insufficiently consolidated. This study maps the development, intellectual structure, and emerging research themes in corporate gamification research and identifies areas requiring further conceptual integration. A bibliometric analysis was conducted on 110 distinct English-language journal articles published between 2018 and 2024, retrieved from Scopus and ScienceDirect. Data were analyzed using VOSviewer and Bibliometrix through publication performance, co-authorship, co-citation, and keyword co-occurrence analyses. The findings indicate growing research attention to gamification, motivation, game mechanics, and employee outcomes, with Self-Determination Theory emerging as a prominent theoretical perspective. The thematic structure emphasizes design elements, motivation, employee outcomes, and organizational context, while organizational culture and integration across learning perspectives appear comparatively less central. The findings suggest opportunities for more integrated models connecting motivational, learning, instructional, and organizational perspectives. Practically, gamification should be aligned with learning objectives, competency development, organizational values, and cultural context. These findings provide a basis for future empirical research across diverse organizational settings.
Learning Organization and Transformational Leadership: An Integrated Perspective on the Quality of Educational Processes in Higher Education Yudi Firmansyah; Lusiana Rahmatiani; Anggy Giri Prawiyogi
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2059

Abstract

Learning organization and transformational leadership are increasingly important for improving educational quality in higher education. However, their complementary roles in educational process quality remain insufficiently integrated in the literature. This study examines how learning organization and transformational leadership contribute to the quality of educational processes in higher education and develops an integrated conceptual framework. A qualitative literature review using thematic analysis was conducted. Scholarly studies addressing learning organization, organizational learning, transformational leadership, higher education, educational quality, academic service quality, and quality assurance were reviewed. Studies were selected based on their relevance to the research focus and their empirical or conceptual contribution to higher education quality. The synthesis identified seven learning organization dimensions: continuous learning, inquiry and dialogue, team learning and collaboration, knowledge sharing, shared vision, systems thinking, and learning-oriented leadership. Four transformational leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—complement these organizational conditions by providing direction, motivation, innovation support, and professional development. The findings further indicate that organizational learning, innovation, and collaboration represent important mechanisms connecting both constructs with educational process quality. The study proposes an integrated framework in which learning organization and transformational leadership jointly support continuous improvement in higher education.
Higher Education Management Transformation: A Learning Organization Perspective on Academic Process Quality and Institutional Performance Yudi Firmansyah; Lusiana Rahmatiani; Anggy Giri Prawiyogi
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2060

Abstract

The learning organization has gained attention as a perspective for strengthening organizational learning and quality improvement in higher education. However, its relationship with management practices, academic processes, and institutional performance remains fragmented in the literature. This study aimed to synthesize the literature on learning organizations in higher education and develop an integrated conceptual framework linking learning capabilities, management transformation, academic process quality, and institutional performance. A qualitative integrative literature review was employed. Relevant literature addressing learning organization, organizational learning, higher education management, academic quality, quality assurance, and institutional performance was selected based on thematic relevance, while duplicate and irrelevant publications were excluded. The literature was analyzed through thematic coding, comparison, and conceptual synthesis. Seven interrelated dimensions emerged: continuous learning, inquiry and dialogue, team learning and collaboration, knowledge sharing and organizational memory, shared vision, systems thinking, and learning-oriented leadership. These dimensions were integrated into a four-stage conceptual framework: Learning Organization Capabilities → Management Transformation → Quality of Academic Processes → Institutional Performance. The framework proposes that learning organization capabilities may support reflection, knowledge utilization, collaboration, and continuous improvement. It contributes an integrated perspective for connecting organizational learning with academic quality and institutional performance, while empirical validation across diverse higher education contexts remains necessary.
From Historical Narratives to Immersive Experiences: The Impact of Augmented Reality on Learning in Islamic Cultural History Classrooms Ratna Kasni Yuniendel; Abdul Basit; Remiswal Remiswal; Muhammad Zalnur; Nini Nini
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2074

Abstract

This study examines the impact of Augmented Reality (AR) on learning in Islamic Cultural History classrooms by transforming historical narratives into interactive, immersive learning experiences. This study used a quantitative, quasi-experimental design with a nonequivalent control group. The participants were eighth-grade students divided into an experimental group and a control group. The experimental group received instruction using AR-based learning media, while the control group was taught through conventional learning methods. The findings indicate that AR had a significant positive effect on students’ learning outcomes. Before the intervention, only 37% of students in the experimental group met the minimum mastery criterion (KKM). After implementing AR-based learning, the percentage increased to 87%. In comparison, the control group increased from 32% to 64%. The independent-samples t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the two groups. In addition, the Mann–Whitney test yielded significance values of 0.000 and 0.001 (p < 0.05), confirming the effectiveness of the treatment provided to the experimental group. The study concludes that Augmented Reality is an effective instructional medium for Islamic Cultural History learning, as it promotes more engaging and immersive learning experiences and contributes to improved student learning outcomes. These findings highlight AR’s potential to support innovative, technology-enhanced history education in Islamic schools.
Pancasila and Civic Education in Elementary Students’ Digital Ethics Awareness Aris Fadly; Aiman Faiz; Asih Wahyuningsih; Novan Hardiyanto; Thomas Fadel Abdillah; Nabil Haidar Aly; Radja Maulana Akbar
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2079

Abstract

Digital technologies shape how elementary students communicate, evaluate information, and interact with others, creating a need for digital citizenship grounded in ethical and civic values. However, how students connect everyday digital-ethical reasoning with Pancasila and Civic Education remains underexplored. This study examined students’ digital-ethical understandings and contextual factors shaping their responses within Pancasila and Civic Education. A descriptive qualitative design was the primary approach, complemented by paired pretest-posttest data. Participants were 27 fourth-grade students. Data came from semi-structured interviews, a 10-item true-false test, and contextual learning notes. Interview data were analyzed thematically, while quantitative data were examined descriptively and using the Wilcoxon signed-rank test. Students demonstrated ethical reasoning related to information verification, reparative responsibility, privacy and photo consent, empathy, and data security, with family and peer contexts shaping their responses. Quantitative scores showed no meaningful overall improvement. The findings reveal an ethical repertoire–curricular attribution gap: students expressed relevant digital-ethical understandings but did not consistently identify them as part of Pancasila or Civic Education. The study contributes a Pancasila-based digital citizenship framework linking civic values with ethical reasoning and intended digital behavior. Pedagogically, explicit connections between Pancasila values and concrete digital situations may strengthen recognition of digital ethics as civic learning.
The Effectiveness of AI-Assisted Classroom Guidance Services in Improving Academic Resilience among Junior High School Students Elin Maulida Rahmawati; Andi Kiswanto; Mumu Muzayyin Maq; Reri Taria Nurhaliza
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2084

Abstract

Academic resilience is an important psychological capacity that enables students to adapt to academic pressure, difficulties, and failure. This study examined the effectiveness of an AI-assisted 5C-based classical guidance service in improving academic resilience among junior high school students. A quasi-experimental pretest-posttest control group design was conducted involving 62 eighth-grade students at SMP Negeri 15 Kota Cirebon, Indonesia. Participants were selected from two intact classes, with 31 students assigned to the experimental group and 31 students to the control group. The experimental group received five classical guidance sessions based on Martin and Marsh’s 5C framework: Confidence, Coordination, Control, Composure, and Commitment, supported by the RESILIA-BK AI-assisted guidance application. Academic resilience was measured using a 32-item scale based on Cassidy’s framework. Data were analyzed using descriptive statistics, independent-samples t-test, and ANCOVA with pretest scores as covariates. The experimental group increased from Mean = 95.65 to Mean = 104.74, while the control group increased from Mean = 94.97 to Mean = 98.00. ANCOVA results showed a significant difference in adjusted posttest scores between groups, F(1,59) = 36.989, p < .001, partial η² = .385. The findings indicate that AI-assisted classical guidance may serve as a complementary approach to strengthen students’ academic resilience under counselor supervision.

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